This end of lesson evaluation serves two purposes: one for me to assess whether or not the students understand the motion and placement of molecules for each state of matter and the other is for the students to apply their newfound knowledge of the molecules.

student sample A In this sample, it is obvious the student understands the placement of the molecules for liquids, solids and gases as all the molecules are displayed with the proper amount of spacing- liquids: close but not organized; solids: close and organized in lines; gases: far apart and random.

student sample B For this sample, the student understands that molecules can be represented by circles but, it's not quite clear he understands the shape/motion or placement of the them within the three states of matter. He could've benefited from having a container for the liquid drawn and a box for the solid. This would provide a template in which he could draw the molecules in a more contained manner.

Big Idea:
Molecule motion is imperative for understanding the basics of liquids, solids and gases and their transitions.

Teacher Tip: This lesson introduces students to the idea that matter is composed of tiny parts called molecules. Students will analyze various examples of molecules for each state of matter and will then create a definition of a molecule using this visual information. MS-PS-3-2 is addressed throughout this lesson as students are making connections between the arrangement and motion of the molecules and the specific state of matter they exist within.

To begin, students will make observations by completing the prompts on the student notes sheet and observing the images of molecules found at the top of the notes sheet.

Prompts:

Looking at the pictures, make observations.

I see…

I notice that…

I wonder if…

After 4-5 minutes of students working independently, I ask students to share their responses with the class, writing down any valuable responses on the SMARTBoard.

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Students now receive images of molecules for all 3 states of matter and their molecules. They will make more detailed observations about the molecules in relation to one another using their notes sheet and each other as a reference.

Prompt:

Look at the pictures of each state of matter (liquid, solid and gas) and make observations about each one specifically.

LIQUID

I see ______________ .

I notice ______________ .

SOLID

I see ______________ .

I notice ______________ .

GAS

I see ______________ .

I notice ______________ .

Students are expected to specifically describe what they see. (How are they arranged? in lines? rows? randomly?)

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For a bit of personal and independent reflection, students now take about 5 minutes to individually respond to the following questions on their notes sheets:

Answer the questions below based on your observations above.

In which state of matter were the molecules closest together?

In which state of matter were the molecules furthest apart?

In which state of matter were the molecules lined up in neat rows?

After about 5 minutes, I ask 1-2 students to share their responses with the class. Should any student disagree with a response, I give them the opportunity to explain why they are not in agreement. They must provide their reasoning for this.

Students now receive a sample of each state of matter (cup or water for liquid, a wood block for solid, and a cup of air for gas). Using the samples, they complete a chart by making observations and connections between the behavior of the samples and the descriptions of the molecules.

Now, take your observations one step further. Observe the liquid, solid and gas sample and make connections to your molecule observations.

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The last part of the lesson asks students to sketch the molecules for liquid, solid and gas on an index card as a form of an exit ticket. This gives them the chance to recall what they've learned in this lessons well as strengthen their understanding of the molecule arrangement for each state of matter.

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Hi Drewe! Thank you for your lessons! I am a first year science teacher and find them extremely helpful. I was wondering if you could post student work for the "Elaborate" section--for the cup of air, what expectations do you have for students under the "motion of the sample" section? If they cannot see the sample what would they write?